At Ashton Hayes Primary School the curriculum and learning is built around our core values. In the words of Hywel Roberts and Debra Kidd, our learning is through a curriculum “of prompts, provocations and possibilities, designed to nourish creativity and generate ideas that get children excited about learning.” Our curriculum is designed to be ACE – developing AGILITY, CAPABILITY and EMPOWERMENT.
A RICHER experience.
A RICHER outlook.
A RICHER journey.
A RICHER curriculum for everyone.
At Ashton Hayes, we have adopted a thematic, topic approach, linking subjects together and using quality texts and first-hand experiences at the centre. We believe this brings all the curriculum subjects to life and also gives a sense of purpose to the children's learning. We promote a love of learning; where learning is fun, exciting, purposeful and engaging, and helps unlock the potential that lies within.
Please take the time to look at the different sections to get a flavour of what we are doing at Ashton Hayes.
Click here for links to Curriculum Subjects, British Values and SMSC.
Our Maths Curriculum is built around our core purpose: developing mathematical fluency through practical exploration, playing with numbers and supporting pupils to become critical thinkers through probelm solving and reasoning. Click here to see the age related expectations for each year group. You can access the school's Calculations Policy for the 4 main operations and for mental application. The policy includes steps, explanations and how practical apparatus is used to support the teaching of each strategy. The aim is that this will give parents the support when helping their child with their maths work at home.
Try logging on to MyMaths by clicking on the link below, which is full of support on teaching mathematical concepts, games and activities.
My Maths Username: ashton2 Password: divide43
When logging in as the pupil, please go to the My Portal section in the pink colour and input your child's username and password which will be 3 digits and 3 letters.
Learning to read is central to all learning in school. Everything else depends on it. We put a great deal of energy into reading skills starting from the moment the children enter our Reception Class as we believe it is essential.
We want children to develop a passion for reading, we want them to be able to read for themselves. We aim to ensure that all children have a love of books as well as being able to read independently.
We do this through:
Focused small group Phonics
- Group and Paired
- Home / School Reading
- Hearing books read aloud on a regular basis
- Reading in other subject areas
Our approach to writing has modelling (the teacher draws ideas from the children and composes and writes the text down - the children get to observe and question) at its core. Reflective, focused talk, through the creation of a variety of opportunities for pupils to consider the merits of their own writing and that of others, is also central to this approach. Another important element is the use of drama techniques in lessons especially during performace poetry.
Firstly, we start with a quality text. By giving children examples of quality writing, linked to their topic or theme, we aim to inspire them to write and give them opportunities to achieve. We often start by deconstructing model texts with our pupils and then allow them to use structures from well-known authors and adapt them to suit their own writing (sometimes ‘borrowing’ from others is useful!).
We use drama techniques to make texts/writing come to life such as Hot-Seating (where people take on the role of characters from a story and other people ask them questions) and Conscience Alleys (where one pupil walks through a tunnel of the other pupils and explores a dilemma faced by a character).
We use the shared writing model, which supports children in the initial stages of writing through teacher demonstration, teacher scribing, supported composition and then independent writing. We also use Guided Writing, which involves a small group of pupils sitting with the teacher, rehearsing, questioning, clarifying and revising as each produces an individual piece of writing.
To support the children further with their writing we use the structure of Alan Peat’s Exciting Sentences. For further information on this, click on the link below.
We create opportunities for critical reflection, where the children independently, or with support from their peers, look at their writing and make it even better.
Like reading, writing is an every day activity in school. Providing opportunities for these activties at home will support children's development in these key areas.
Spelling, Punctuation and Grammar (SPaG) forms part of the SATs for end of Key Stage 2 (11 year olds) and from 2016, for Year 2 pupils as well.
At Ashton Hayes, teachers actively teach these essential literacy skills as part of English lessons and in separate SPaG lessons.
There is a great deal of terminology and language building blocks children need to know and use for SPaG. For more information, see the End of Year Expectations and the Jargon Buster documents (right).
How can parents help their children?
We often use slightly different and grammatically incorrect English when talking; that’s a natural part of informal speech. You can support your child in beginning to identify the differences between informal chat and the more 'correct' Standard Written English.
Our Science Curriculum is built around scientific enquiry and critical thinking. We believe that children need to be supported to understand science and scientific phenomena through investigation and hypothesis.
The children learn through:
Observing over time – E.g. the growth of a seed or bulb (Yr2).
Identifying, classifying and grouping – E.g. decide ways of grouping animals to what they eat (Yr3).
Pattern Seeking – observe and record phenomena, carry out surveys or collect data and then identify relationships between the data. E.g. bulbs get brighter if more cells are added (Yr4).
Comparative and fair testing – observe or measure the effect that changing one variable has on another whilst attempting to keep other variable the same. E.g. deigning and making a variety of parachutes to determine which designs are most effective (Yr5).
Researching – E.g. finding out about the work of palaeontologists such as Mary Anning (Yr6) and researching scientists.
See our progression documents (left).